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5-DAY
VOCABULARY
[AlSE"
TEACHING
PLAN Wöcabulary1ANZ.com
DAY 1
Introduce Target Vocabulary in Context
Materials:
C on c e pt w e b,
words i n
context
sheet, word s mar t graphic organizer
• Introduce vocabulary words and ac tiva t e p rior knowledge through discussion using a concept web,
pictures,
models,
or
toys.
•
To provide
a basis fo r
understanding
and discussion, read the
words in
contextworksheet aloud with
studen ts. I f
appropriate,
have them
generate their
own examples
of
words
in
context.
Classwork/Homework: Have s t udent s complete the word smart g r a phi c o r g a ni z e r
for
select words.
Encourage
them t o
generate a synonym
and
an
antonym, draw
a picture, write
a s e n t e n c e , and
formulate a definition for each s e l e c t ed vocabulary word, as appropriate fo r your group of students.
DAY
2 Use Vocabulary in Context and Reinforce Meaning
Materials:
Word cards,
definition
cards, analogy worksheet, cloze sentence works h e e t
• Review the word smart assignment
from DAY
1 . Allow
s t ud e n t s
t o discuss and compare their
definitions andmake revisions on their word smart worksheet.
•
Give s t udent s
the
definition
cards
and
have
them
check
the
part
of
speech
and
match
the
definition
with the corresponding word card. I f appropriate, give them the opportunity t o use the definition
cards
t o check
and revise
the
definitions
they
wrote
on
their word smart wo r k s h e e t s .
• Using the word cards, encourage
s t udent s
t o do
an
open sort or sort the words by part of s p e e c h .
Additionally, you may choose
to review the
analogyworksheet with students.
I f
appropriate, have
them generate their own analogies.
Classwork/Homework:
Have
s t udent s apply
their understanding
of the
vocabulary words bycompleting
thecloze
sentence worksheet.
DAY
3 Introduce
and
Apply Word-Attack Skills
Materials: Word analysis work s h e e t or material fo r the exploration activity
•
Review
the
cloze
sentence
assignment
from
DAY
2.
•
Introduce and
discuss
the word analysis
or
exploration activity t o reinforce a
s k i l l , such
as part
of s p e e c h , common
affixes, synonyms,
antonyms, multiple meaning
words, and
s o
on.
Classwork/Homework:
To
reinforce
word analysis
s k i l l s , have s t udent s
complete
the
word analysis
worksheet or a c t i v i t y .
DAY4 Review and Apply Words
Materials:
Word cards, vocabulary game, concept completion works h e e t
• Review the word analysis assignment from DAY 3.
• Choose a
vocabulary
game and have
s t ud e n t s
play
i t
t o reinforce
and review
word meaning.
Classwork/Homework:
To review
and reinforce
understanding,
have
s t ud e n t s complete
the
concept
completion
worksheet.
DAY5 Assess
Materials: A s s e s sm en t, demo nstr a ti on activity works h e e t
•
Review
the concept completion worksheet from DAY
4 .
• Have s t udent s completethe multiple-choice assessment by ei th er writing the correct choice in the
blank or
f i l l i n g in
the correct bubbl e .
• As
an
alternative a s s e s s m e n t , have s t udent s participate
in
an activity s e l e c t ed from
the vocabulary
games s h e e t .
©ProQuest Information
and
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Wöcabulary 1ANZ.com DAY1
(Page 1
o f
1
Name:
INSTRUCTIONS: Write a t op i c o r word i n
th e
box. Then w r i t e d e t a i l s about the t op i c o r word i n
the
surrounding
circles.
©
ProQuest
Information and
Learning
Company. A l l
rights
reserved.
www.VocabularyA-Z.com
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v i c a b u l a r y |A'z
checks
and
balances
(noun)
vicabulary' cam—”
Congress
(noun)
V i c a b u l a r y*.com—”
Constitution
(noun)
V i c a b u l a r y ag.com—”
WORDSINCONTEXT
DAY
( P ag e
1
of
In
a government
with
c h e ck s and
balances,
power i s
s h a r e d
among
several
branches
s o
that no one part of t he
government can have complete control.
Checks
and balances
are a
separation of
powers.
With
a
system of
c h e ck s and balances,
one branch of government makes t h e
laws, and another branch en forc e s
them.
The Constitution gives Congress t h
power to make laws.
Senators and state representatives
are members of
Congress,
or
t h e
legislature.
Members
of
Congress represent
citizens of the
United
States.
The
Con sti tu ti on of t h e United States,
adopted
in
1787, i s
a
body
of rules that
defines th e
U.S.
government.
TheU.S. Constitution calls
for
three
separate
b r anc h e s of
government.
Changes
to
U.S.
Constitution
are made
i
t h e form of amendments, t h e f i r s t t e n
of
which are called th e B i l l of Rights.
©LearningPage.
A l l
rights reserved. www.VocabularyA-Z.ct h grade government
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v i c a b u l a r y |A'z
House
of
R epr e s en ta tiv e s
(noun)
vicabulary' cam—”
judicial
(adjective)
V i c a b u l a r y*.com—”
legislative
(adjective)
V i c a b u l a r y ag.com—”
WORDSINCONTEXT
DAY
( P ag e 2 of
The House
of Representatives
and
t h e
Senate are t he
two
groups
in th e
U.S.
Congress
who
make laws.
Each member
of the
House
of
Representatives
i s elected
by
people
in
that member's
s t a t e .
The House of
Representatives,
like
t h e
Senate, i s made up o f e le ct e d o f f i c i a l s
fromeach s t a t e .
The judicial branch i s
made up of judge s
who work
in t h e
court
s y s t e m .
President William Howard Taft joined
t h e judicial branch after finishing his
term as
president.
The judicial branch settles disagreements
about t h e meanings of laws, unlike th e
e x e c ut i ve b r an ch , which carries
out t h e
laws.
The
legislative branch i s involved in t h e
writing and passing of laws.
The
Constitution
gives t h e legislative
branch t h e power to make laws.
The
legislative branch
makes laws,
unlike t h e judicial branch, which makes
sure laws a gr ee wit h t h e Constitution.
©LearningPage.
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rights reserved. www.VocabularyA-Z.ct h grade government
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WORDSINCONTEXT
DAY
( P ag e 4 of
i c a b u l a r y |A'z
1 . The
Senat e
i s
one
of two legislative
branches
of
t h e
U.S.
government
that
makes laws.
Senate 2 . Each
member
of
t h e
Senat e
i s
elected by
people in
that member's s t a t e .
(noun)
3 . The Senate, unlike
t h e
House of
Representatives,
only
h a s two elected
officials from
each
s t a t e .
vicabulary' cam—”
1 William Howard
Taft was appointed
leader of
t h e
Supreme Court after he
s e rv e d as a
U.S. president.
Supreme
2 .
Decisions
made by th e Supreme
Court
|
|
|
|
|
|
|
|
Court can be changed by t h e Supreme
Court
or
| by amendments to t h e Constitution.
|
|
|
|
|
|
(noun)
3 . The Supreme Court
h e a r s t h e
high e s t
cases, not like district courts, which hear
cases of lesser importance.
i c a b u l a r y*.com—”
—————————————————————————————
/~ > 1 . After Congress passes a b i l l , t h e
president can approve i t or veto i t .
VetO 2 . George Washington was t h e f i r s t
president
to v e to a
b i l l .
(verb)
3 . A
v e to
stops
a b i l l from becoming a
| law,
like a
rejection
can s top an
idea
~~
from becoming a plan.
V i c a b u l a r y ag.com—”
————————
—
——————————————
—
—————
©LearningPage.
A l l
rights res e rved. 4 th grade government www.VocabularyA-Z.co
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-
8/17/2019 Book 4th Grade Test PDF
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checks
and
balances
\ - -
mean
öcabulary1ANZ.com
w o n o c a t e
Congress
\ - -
=>
Wöcabulary1ANZ.com woocano—”
Constitution
/~
>
t h e s haring
of
power
among t h e three branc h e s
of government
s o that
no
onebranch can
dominate
the
others
(noun)
V o c a b u l a r y I'Z.com -
a group
of
government
officials in the Senate and
in
the Houseof
Representatives who
makelaws
(noun)
V o c a b u l a r y 1ANZ.com
DEFINITION
CARD A
t h e rules by which t h e
United States i s governed
(noun)
t –
ücabulary 1ANZ.com WORDCARD Wücabulary 1ANZ.com DEFINITION CARD
-
8/17/2019 Book 4th Grade Test PDF
10/29
House
of
R epr e s en ta tiv e s
\-.'
mean
öcabulary1ANZ.com
w o n o c a t e
judicial
\ - -
=>
Wöcabulary1ANZ.com woocano—”
legislative
/~
>
one of th e
two lawmaking
houses
of
the U.S.
Congress,
containing
representatives
from
each
State
(noun)
V o c a b u l a r y I'Z.com -
t h e branch of government
that makes sure laws
agre e with t h e
Constitution
(adjective)
V o c a b u l a r y 1ANZ.com
DEFINITION
CARD A
t h e branch of government
that makes laws
(adjective)
t –
ücabulary 1ANZ.com WORDCARD Wücabulary 1ANZ.com DEFINITION CARD
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mayor
f
Wöcabulary1ANZ.com
w o n o c a t e
municipal
\ - -
=>
Wöcabulary1ANZ.com woocano—”
representative
t h e
political leader of
a
city
(noun)
V o c a b u l a r y I'Z.com -
relating
to
a small
place
that i s self-governed
(adjective)
V o c a b u l a r y 1ANZ.com
DEFINITION
CARD A
a pers on who represents
a
citizen
or
group of
citizens in
government
(noun)
t –
ücabulary 1ANZ.com WORDCARD Wücabulary 1ANZ.com DEFINITION CARD
-
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Senate
f
Wöcabulary1ANZ.com
w o n o c a t e
Supreme
Court
\ - -
=>
Wöcabulary1ANZ.com woocano—”
VetO
/~
>
t h e s ma ll er
body of
Congre s s,
t h e
branch of
t h e
U.S. government that
makes laws; al s o a
similar
body
at t h e s tat e le ve l
(noun)
V o c a b u l a r y I'Z.com -
t h e
highest level of
t h e
United
States judicial
system
(noun)
V o c a b u l a r y 1ANZ.com
DEFINITION
CARD A
to vote against a b i l l s o i t
does not becomea law
(verb)
t –
ücabulary 1ANZ.com WORDCARD Wücabulary 1ANZ.com DEFINITION CARD
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ANALOGIES
DAY
( P ag e
1
of
Nam e :
An
analogy shows
a
r e l a t i o n s h i p
between t wo s e t s o f words. Th e
words
i n the f i r s t p a i r
must
have the
same
r e l a t i o n s h i p
as the words i n the
second
p a i r .
To complete an analogy
with
a missing
word, you
must
f i r s t d i s c o v e r
the
r e l a t i o n s h i p
between
the
completed
p a i r . (Example: Ca t i s to meow as do g i s to b a r k . )
monopoly
l e c t e d o f f i c i a l smendment s executiveinance
peculate
countryountrydea
whole
country
government o f f i c i a l s
idea
INSTRUCTIONS: Determine
the
r e l a t i o n s h i p
between
the f i r s t
p a i r o f words
then
use the
words
i n
the
word
box to
complete
the
second
p a i r o f
words.
Congress
i s to
l a w s . . . a s . . . v o t e r s
are t o
.
Representative
i s to
c i t i z e n
. . . a s . . .
symbol
i s to
.
V e to
i s to
b i l l . . . a s . . .
r e j e c t
i s
to
.
C o n s t i t u t i o n i s
to
supreme l a w . . . a s . . .
B i l l
o f Rights
i s to.
Supreme Court
i s to
j u d g e s . . . a s . . .
Washington, DC
i s to
.
House of
Representatives
i s to
l e g i s l a t i v e . . . a s . . . president
i s
t o
.
©
L ea r n i n g P a g e .
A l l
rights
reserved.
www.VocabularyA-Z.c
t h
grade
government
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ANALOGIES
DAY
( P ag e
2
of
Nam e :
An
analogy shows
a
r e l a t i o n s h i p
between t wo s e t s o f words. Th e
words
i n the f i r s t p a i r
must
have the
same
r e l a t i o n s h i p
as the words i n the
second
p a i r .
To complete an analogy
with
a missing
word, you
must
f i r s t d i s c o v e r
the
r e l a t i o n s h i p
between
the
completed
p a i r . (Example: Ca t i s to meow as do g i s to b a r k . )
monopoly
l e c t e d o f f i c i a l smendment s executiveinance
peculate
countryountrydea
whole
country
government o f f i c i a l s
idea
INSTRUCTIONS: Determine
the
r e l a t i o n s h i p
between
the f i r s t
p a i r o f words
then
use the
words
i n
the
word
box to
complete
the
second
p a i r o f
words.
Senate
i s
t o
each
s t a t e . . . a s . . .
president
i s
to
.
Municipal
i s to
small
community...as... f e d e r a l i s
to
.
J u d i c i a l
i s to j u d g e . . . a s . . .
f i n a n c i a l
i s to
.
Mayor
i s to
c i t y . . . a s . . .
president
i s
t o
0.
Checks
and
balances
i s to
absolute
p o w e r . . . a s . . . competition
i s
to
1.
L e g i s l a t i v e
i s
t o l e g i s l a t e . . . a s . . . s p e c u l a t i v e
i s to
2.
©
L ea r n i n g P a g e .
A l l
rights
reserved.
www.VocabularyA-Z.c
t h
grade
government
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CLOZESENTENCES
DAY
( P ag e
1
of
Nam e :
checks
and balances
ongresso n s t i t u t i o n
ous e o f
Representatives
j u d i c i a l
e g i s l a t i v e
ayorunicipal r e p r e s e n t a t i v e
Senate
Supreme
Court
veto
INSTRUCTIONS:
Us e
the vocabulary words
i n the word box
above
to
complete the
sentences
below.
Members
o f
government who
make
laws are
e i t h e r
p a r t
o f
the House
o f
Representatives
or p a r t
o f
the
.
Th e
f i r s t
ten amendment s to the U . S .
are
c a l l e d
the
B i l l
o f
R i g h t s .
2 .
C i t y governments
are one
type o f
government.
3 .
Th e
president
approves
laws
made by.
I f the
president
does not
l i k e a
b i l l , h e or sh e
w i l l i t .
5 .
Th e
branch
o f
government responsible
f o r
making
sure
laws agree
with
the
C o n s t i t u t i o n i s the branch.
6 .
Th e
person
i n charge o f
a
c i t y
government
i s
t h a t
c i t y ' s
.
©
L ea r n i n g P a g e .
A l l
rights
reserved.
www.VocabularyA-Z.c
t h
grade
government
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CLOZESENTENCES
DAY
( P ag e
2
of
Nam e :
checks
and balances
ongresso n s t i t u t i o n
ous e o f
Representatives
j u d i c i a l
e g i s l a t i v e
ayorunicipal r e p r e s e n t a t i v e
Senate
Supreme
Court
veto
INSTRUCTIONS:
Us e
the vocabulary words
i n the word box
above
to
complete the
sentences
below.
I n
the
United
S t a t e s ,
your i s
your
member
o f
Congress.
8 .
Th e
U . S .
C o n s t i t u t i o n s e t
up
a system
o f
so
t h a t
no one branch
o f
government
can
take
o v e r .
9 .
Members
o f
government who
make
laws are
e i t h e r
p a r t
o f
the Senate
or the
10 .
Th e
branch
o f
government make s
laws.
11.
Cases
o f
high
importance
go through the2.
©
L ea r n i n g P a g e .
A l l
rights
reserved.
www.VocabularyA-Z.c
t h
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government
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NOUNS
DAY
( P ag e
1
of
Nam e :
A
noun
i s
a
person,
p l a c e ,
t h i n g ,
or
i d e a .
I f
the
noun
i s
the
name
o f
a
person
or
a s p e c i f i c
p l a c e , i t i s
c a l l e d
a
proper
noun.
A
proper noun
i s
always
c a p i t a l i z e d .
INSTRUCTIONS:
R e ad
the
words below. Decide
whet her
the
word
i s
best
c l a s s i f i e d
as
a person,
p l a c e ,
t h i n g , or
i d e a . Then
w r i t e
each
word i n
the appropriate
column.
checks
and
balancesongresso n s t i t u t i o n House
o f
Representatives
ayor
e p r e s e n t a t i v e Senate
Supreme
Court
PERSON P LACE THING IDEA
Us e each noun from
the
t a b l e
i n
a
sentence.
2 3 4
©
L ea r n i n g P a g e .
A l l
rights
reserved.
www.VocabularyA-Z.c
t h
grade
government
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NOUNS
DAY
( P ag e
2
of
Nam e :
A
noun
i s
a
person,
p l a c e ,
t h i n g ,
or
i d e a .
I f
the
noun
i s
the
name
o f
a
person
or
a s p e c i f i c
p l a c e , i t i s
c a l l e d
a
proper
noun.
A
proper noun
i s
always
c a p i t a l i z e d .
5 .
6 .
7 .
8 .
Write
three
words
t h a t
are
no t
nouns.
©
L ea r n i n g P a g e .
A l l
rights
reserved.
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t h
grade
government
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*
1s . EXPLORATION
Y->
NS=
Wöcabulary 1ANZ.com DAY
3
INSTRUCTIONS: Assign one o r more of the following a c t i v i t i e s t o r e in f o r c e the f u n c t i o n of nouns.
NOUNS
Drawa Picture
Materials: Word cards; box
or
envelope, paper; p e n c i l s , markers,
or
crayons
Place a l l the word cards in a box or
env elop e.
Have s t ud e nt s
pull
out a word card
and draw a picture of the chosen word. Encourage them to draw a picture t ha t
illustrates the word's meaning.
Makea Picture Dictionary
Materials:
Paper;
p e n c i l s , markers,
or
crayons
Have
s t ud e nt s
create a
picture
dictionary for
the word
l i s t
by
writing their
own
definitions and drawing their
own
illustrations in
th eir
book.
Makea Sentence
Materials: Word cards, box or envelope, s t r i p s of paper
Place a l l
the
word cards in
a
box or env elop e. Have s t ud e nt s pull
out
a word card
and use their
chosen
word to create
a
written or oral sentence.
Match aWord
Materials:
Word
cards, tape,
box
or
envelope
Place a l l the word cards in a box or env elop e. Have s t ud e nt s pull out a word card
and tape i t onto an o b j ec t in the classroom using the word
as a label.
MimeIt !
Materials: Word cards, box or envelope
Place a l l the word cards in a box or env elop e. Have s t ud e nt s pull out a word card
and act i t out. Have cla s s ma t e s try t o
guess
the
word.
Pick
a
Synonym
or
Antonym
M a t e rial s : Wordcards
Place a l l
the
word cards in
a
box or env elop e. Have
s t ud e nt s
pull
out
a word
card
and give a synonym or an antonym for the
chosen
word. (You may choose t o
omit
words
t h a t
do not have
synonyms
or antonyms, or you
may
choose t o
include them
as points of discussion.)
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v_ 1
*
*Y.
VOCABULARYGAMES Wöcabulary1ANZ.com
Concentration
Materials: Word cards, definition cards
Make
copies
of the reproducible word and definition cards. Cut them
out.
Place the cards
face
down
on
a
table.
Have
s tud en t s
match
each
word
card
with
i t s
corresponding
definition
card.
DrawIt
Materials:
Word cards,
definition
cards, dry-erase
board
and
m a r k e r
Make two-sided copies of the reproducible word and definition c ar ds s o t h a t the words are on one
side of
the
page and the corresponding definitions are on
the
f l i p side. Place a l l
the
word cards in
a box or en v elope. Have a s t ud e n t pick a card and not a l l ow his or h e r cla s s ma t e s t o
s e e
i t . Then
have the student
draw
a
picture
of the word
on
a dry-erase board
while
t h e other
players g u e s s
the word. The f i r s t
player
t o
correctly guess
the word
g e t s t o
keep
the
word
card. The
player
h olding
the most word cards at the end of the game wins.
Flash Cards
Materials:
Word cards,
definition
cards
Make
two-sided
copies of the reproducible word and definition cards and cut them apart s o
t h a t
the words are on one side of the cards and the corresponding definitions are on the f l i p side. Have
s t udent s quiz each other on
word meaning
using
the
cards. Then, t o assess unders tanding, hold up
each card (word side out)
and
have s tud en t s s ay t h e
word ' s
meaning. Aft e r you've made
your
way
through the entire deck, f l i p the cards
over
(definition side out) and have
s tud en t s s ay the
word
based
on
the
definition.
I Would, I Wouldn't
Materials: Word
cards
Make copies
of
the word
cards. Place
a l l
the word cards in a
box
or
envelope and have pairs
of
s t udent s choose
a word. Have the f i r s t student in
t h e
pair begin the
game
by using his or her
vocabulary word t o complete a sentence t h at b e gi ns with: I would..." I would like t o know more
about
how a tornado i s
formed.)
The
second student in
the
pair
then
follows
by
using
the same
vocabulary
word t o complete a sentence t h at b e gi ns with: I wouldn't
ever..."
I wouldn't e v e r
want
t o
get
caught in a tornado.)
As pairs
of s tud en t s continue t o
pick words and
complete
I would..." and I wou ldn ' t. . ." sen t en c e s, encourage r e s po ns e s t h a t show they understand the
meaning of the word.
Jumble It
Materials: Word
l i s t , writing paper
Place
a
vocabulary
word l i s t where everyone can
s e e
i t and give each
s tud en t
a s h e e t o f wr it i ng
paper. Explain t h a t
s tud en t s
are t o
make
a
word
jumble fo r a
partner.
They are t o choose the
vocabulary words at random and write them, one word pe r l i n e , in a mixed-up
fa s h ion
in a
column
along the l e f t side of t heir pa pe r , l e av in g
room
on the right side
for
t heir
partn er
t o
unscramble the
word.
When s tud en t s
have finished
jumbling t heir words, have them
trad e
papers
with t heir partn er t o
solve each
other's j u m b l e .
The
f i r s t
pa rt ne r t o
unscramble the
words correctly
i s
the
Winner.
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Vocabulary Games/page
2
Once Upon
a
Time
Materials: Wordcards
Make copies of the word cards. Cut them apart and place them
face
down in front of a pair or
group of students. Have s tud en t s take turns drawing a word card and using the word to complete
the s e nt e nc e,
"Once upon a t ime , I . . . (This activity
can
be completed aloud
or in
writing.)
I t ' s in the
Bag
Materials: Word
cards, action cards,
sentence
cards,
three
paper
bags
Make
a copy
of each
s et
of cards (word cards,
action cards, and
sentence cards). Place each
s et
of
cards
in a s eparat e paper b ag . La be l one
bag "Word Bag,"
one "Action
Bag,"
and one "Sentence
B ag ."
Then
have
each student pick a word
card
from the
Word
Bag and
read
the
card
aloud.
Next, have him or h e r pick a card from
the
A c t io n a n d/ or Sentence Bag and us e his or her chosen
vocabulary word t o do as the card(s) instruct. For an added challenge, allow s tud en t s to select
more than one action or sentence card t o
us e
with t heir word. Play until each
student h as
had
the chance to read and use h is or her word, or as time
allows.
Quick
Change
Materials:
Word l i s t , dry-erase
marker, old sock,
plastic-topped desk
or
dry-erase board for each player
Have s t udent s s t a n d in front of their plastic-topped (NOT wooden) desk with a dry-erase marker
and an old sock.
Post the vocabulary
l i s t where everyone
can
s e e
i t . Tell s t ude nt s t h at
when you
s ay "go," they are t o
choose
a word on the l i s t and
draw
a pi ct ur e of i t on
t heir
desk o r dr y- e ra s e
board. When
you
say "stop," they are t o s t op
and move
t o
the desk
t o
t heir right. Then have each
student guess which vocabulary word i s depict ed in the drawing on their new desk. They should
then check t heir answer
with the person
t o t h e ir r ig h t
who
drew i t .
Then
have
them e ra s e
t h a t
drawing and begin playing again with a different word. Allow s tud en t s to continue moving around
the
room,
drawing
each new word at a new
desk. The
gameends
when
a l l the words have
been
used
or time runs out.
Scavenger Hunt
Materials: Word cards, newspapers, textbooks, magazines
Have
s tud en t s
go on
a
scavenger
hunt
by
s earching
in newspapers, t e xt book s, and magazines
for the
words on
the vocabulary word
l i s t .
Story Train
Materials:
Word cards,
writing
paper
Hand each student a word
card
and a s he et of writing pap er. E xpl a in t hat t he goal of the game
i s t o
complete
group stories.
Give
s tud en t s a specific
time limit
in which t o
write,
such
as two
minu t e s . Have them us e the word on
t heir
word
card
t o begin
writing a
story. At the end of the
allotted
time
period,
have
them
pass t h e ir s t or y
paper
t o t h e
student
on
their
l e f t .
Each
s tud en t
should
then
read the beginning of the story he or she
r ec ei v ed
and add t o i t using his or h e r word
card. Before ending
the
exercise, le t s tud en t s
know t h a t the l a s t
round h as
begun and have them
write a conclusion to the story. Invite those who write the conclusion t o re ad the entire story aloud.
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Vocabulary Games/page
3
Word Associations
Materials:
Word cards, t im e r
Make c opie s o f t h e
word cards.
Cut
them
apart
and
place
them
face down
in front
of a group of
at least four students. Have s tud en t s take turns drawing a card. Aft e r everyone h as drawn a card,
start the
timer.
Have one
member of
the
group name a l l the things he
or
s h e
can associate
with
his or h e r word in the time allotted. Have another player record the words and another player
tally how many
words were
named.
Then have another player check
the associations. When
the
timer i s
done,
players may challenge any association the featured player named. I f the player
cannot
justify
the
association,
t h e player loses 5
points. I f
t h e player
can justify
the
association,
the c h all e ng e r loses 5 poin ts . P l ay con tinue s until a l l the words have been played or until time
runs out.
Al l unchallenged
words
earn 1 point fo r
the
player.
The
player with the
most
points at
the end of the
game
wins.
Word
Lotto
Materials:
Word cards, definition cards
Make
copies
of the reproducible word cards and definition cards. Place the word cards face
up on
the
table.
Place
the
definitions
in
a
stack
face
down.
Have
players
draw
a
definition
card
and
match
i t t o the word card. You may wish t o play again using the definition c ar ds f ac e
up
and the word
cards
in a Stack face down.
Wordo
Materials:
Wordo game
board,
word cards,
definition
cards, place
markers
Make c opie s o f t h e r e pr o du c ib l e Wordo game board t o hand out t o s t ude nt s . Write each of the
vocabulary
words on
the
board.
Then have
s t udent s
write each word
once
in
any blank square
on t heir Wordo game board. Have them read the word or definition for each vocabulary word
one at a ti m e. Have s t udent s us e a place marker t o c ove r the square on
t heir
paper t h a t contains
the word
you
read or
defined.
The
f i r s t
student t o f i l l in a
row
of
s q u a r e s
s h o u t s "Wordo!" and
wins.
Verify student answers by having
them
read each covered
word and
then telling you the
Word's definition.
Which Word7
Materials: Word
cards
Make
copies
of the
word
cards. Cut
them
apart
and place
them
face
down in
front
of
a pair
or
group of students. Have s tud en t s take turns drawing
two
cards
at
a time. Begin
by
having the
f i r s t
pl ay er u s e one of
the
chosen words t o complete a sentence t h a t begin s with: "Which
word would
use...?"
Then have
the
speaker show
his or
h e r
words, and
as k t h e
other player(s) t o choose
which
word the speaker was thinking of when
composing
his or
her s e nt e nc e .
Example:
eye
ear
Which
word would us e t o
hear
a cat meowing?
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Use
the
word
in
a sentence
with
a
hippopotamus.
v i c a b u l a r y GE.com
SENTENCE CARD
Use
the word in
a
sentence
with a peanut butter
and jelly
sandwich.
V i c a b u l a r y
1ANZ.com
SENTENCE CARD
Use
the word in
a
sentence
with
a
superhero.
SENTENCE
CARD
v i c a b u l a r y EE.com
Use
the word in
a
sentence
with
a
scientist.
v i c a b u l a r y GE.com
v i c a b u l a r y GE.com
SENTENCE CARD
Usethe word
in
a sentence
with the
president.
Use
the
word
in
a sentence
with an alien.
v i c a b u l a r y GE.com
V i c a b u l a r y
JARE.com
SENTENCE CARD
Usethe word
in
a sentence
with
a
chicken.
SENTENCE CARD
Use
the word in
a
sentence
with a lizard.
SENTENCE
CARD
v i c a b u l a r y EE.com
Use
the word in
a
sentence
with a monkey.
v i c a b u l a r y GE.com
v i c a b u l a r y GE.com
SENTENCE CARD
Usethe word
in
a sentence
with
aworm.
SENTENCE CARDENTENCECARD
—
—
——
—
——
—
——
—
——
—
——
—
——
—
——
—
——————————
THE
SENTENCE CARDSCAN
BE
USEDWITHTHE "IT'S IN
THE BAG" GAME.
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Use
the
word
in
a sentence
with
a
gooey
lollipop.
v i c a b u l a r y E P.com
SENTENCE
CARD
Usethe word
in
a sentence
with
a
million dollars.
V i c a b u l a r y GE.com
SENTENCE CARD
Use
the word in
a
sentence
about a rock concert.
SENTENCE
CARD
V i c a b u l a r y GE.com
Use
the
word
in
a sentence
about eating something
that tastes bad.
v i c a b u l a r y GE.com
SENTENCE CARD
Usethe word
in
a sentence
about
a
mysterious box.
V i c a b u l a r y 1ANZ.com
SENTENCE CARD
Use
the
word
in
a sentence
with
a
banana.
v i c a b u l a r y GE.com
SENTENCE
CARD
Usethe word
in
a sentence
about taking a t e s t.
V i c a b u l a r y
JARE.com
SENTENCE CARD
Use
the word in
a
sentence
about a video game.
SENTENCE
CARD
V i c a b u l a r y GE.com
Use
the
word
in
a sentence
about
sailing
across the ocean.
v i c a b u l a r y GE.com
SENTENCE CARD
Use
the word in
a
sentence
about winning
a contest.
V i c a b u l a r y JARE.com
SENTENCE CARD
THE
SENTENCE CARDSCAN
BE
USEDWITHTHE "IT'S IN
THE BAG" GAME.
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Information and
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Givea
synonym.
Wöcabulary1ANZ.com A c t i o n c a t e
Givean
antonym.
Wöcabulary JARE.com acrocate
Usethe
word
in a
sentence.
S->
Wöcabulary1ANZ.com A c t o n C A R D
Show
the
word
without
talking.
W ö c a b u l a r y JARE.com a c r o n c a t e
f
£e
Describe it!
S->
Wöcabulary1ANZ.com A c t o n C A R D
Givea
synonym.
Wöcabulary1ANZ.com A c t i o n c a t e
Givean
antonym.
Wöcabulary1ANZ.com A c t i o n C A R D
Usethe
word
in a
sentence.
Wöcabulary1ANZ.com A c t i o n C A R D
Show
the
word
without
talking.
f
*{e
W ö c a b u l a r y JARE.com acrocate
Describe it!
S->
Wöcabulary1ANZ.com
A c t i o n
C A R D
THEACTION
CARDS CAN
BE
USEDWITHTHE "IT'S IN
THE BAG"
GAME.
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CHANCE CARD CHANCE CARD
S k i p - a - r o o S k i p - a - r o o
Use this
card
at any time t o s kip a turn. Use this
card
at any time t o skip a tur
CHANCE
CARD
CHANCE
CARD
The card holderreverses direction. Thecard holderreverses direction.
CHANCE
CARD
Draw 2 Draw 2
CHANCE
CARD
The card holder must
draw
two cards.
The card holder must
draw
two cards.
CHANCE CARD CHANCE CARD
SLAMI SLAMI
The card holder
chooses
another
player
t o take his or her turn.
The card holder
chooses
another
player
t o take his or her turn.
CHANCE CARD
CELEBRATE!
Card holder's choice:
S k i p a t u r n . • Reverse d i r e c t i o n of play
Have
another p l a y e r
draw t wo
c a r d s .
Have
another p l a y e r
take
the
card h o l d e r ' s t u r n .
CHANCE CARD
CELEBRATE!
Card holder's choice:
S k i p a t u r n . • Reverse d i r e c t i o n of
p l a y .
Have
another
p l a y e r
draw t wo
c a r d s .
Have
another p l a y e r
take
the
card h o l d e r ' s t u r n .
THE CHANCE
CARDSCAN
BE
USED
WITHANYCARD GAME.
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CONCEPTCOMPLETION
D A Y 4 P a g e 1 o f
Nam e :
INSTRUCTIONS:
Us e what you know about
the
vocabulary
words
to
complete
the following
sentences.
Th e
t wo p a r t s
o f the
United
S t a t e s
Congress
are
.
Th e l e g i s l a t i v e
branch
make s
.
Th e Senate
i s
a
group o f
people
who.
A
r e p r e s e n t a t i v e
helps
c i t i z e n s
.
Th e
House o f
Representatives
i s
a
group
o f
p o l i t i c i a n s
who
.
A
municipal
government serves
.
Th e
president
may
veto
.
Th e
job o f
the j u d i c i a l
branch o f government i s
.
Th e Supreme
Court
i s
.
A
mayor i s0.
Th e
purpose o f the U . S .
C o n s t i t u t i o n
i s to
1.
Th e
checks
and balances
ensure
2.